online graduate

Ed.D. in Organizational Leadership & Innovation

The Doctor of Education (Ed.D.) in organizational leadership and innovation is an online, practitioner-focused doctoral program designed for leaders who want to solve real problems in real organizations.

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National Recognition

Trevecca’s Ed.D. is earning elite accolades from respected sources nationwide, including these recent rankings:

#1 most affordable doctorate in education (Fortune)
#3 online doctorate in education (Fortune)
One of the nation’s best online Doctor of Education programs (Princeton Review)
#9 education doctorate for minorities (EDU Ledger)

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In Trevecca's Doctor of Education (Ed.D.) in organizational leadership and innovation you'll begin by strengthening your intrapersonal leadership capacity and decision-making discipline, expanding your ability to lead diverse and collaborative teams, applying research, analytics and artificial intelligence to strategic improvement efforts and ultimately developing the expertise required to design innovative, AI-fluent organizations.

As a member of the Carnegie Project on the Education Doctorate (CPED), Trevecca’s online Ed.D. prepares practitioner-scholars to apply research to real organizational challenges and lead meaningful, evidence-based improvement in their fields. Along the way, you will move beyond simply applying existing knowledge to generating new insights—emerging as a scholar-practitioner capable of contributing meaningful research and advancing innovation within your organization and profession.

Benefits of an online doctorate in organizational leadership and innovation

Complete your Ed.D. fully online with no residency requirements.
Benefit from front-door delivery of all your materials.
Complete your program with a supportive cohort of students who are working toward similar goals.
Enjoy collaborative learning environments fostered by our small class sizes.
Learn from faculty who possess the highest degrees in their fields and have relevant, valuable real-world experience across a wide array of professions and fields
Develop a strengths-based leadership approach through the use of CliftonStrengths Assessment, learning to understand and develop your own strengths while also leading and synthesizing the strengths of diverse teams to maximize collective performance.
Develop practical research and data analysis skills through AI-enhanced approaches to interpreting evidence, equipping you to make confident, data-informed decisions in complex organizational environments long after your degree is complete.
Finish your dissertation at the same time as your classwork with our Dissertation in Practice (DiP) model.

What to expect from your educational leadership doctorate

The goal of the Ed.D. program is for students to become scholar-practitioners and AI-fluent leaders by engaging in a doctoral experience intentionally built around three integrated domains: leadership, innovation and research. 

Leadership learning begins with strengths-based self-leadership and expands through followership, team leadership and organizational leadership. Students develop the capacity to lead people, culture and systems ethically and with purpose.

Innovation is understood as adaptive leadership in response to disruption. While technology and AI are central to this conversation, innovation is not limited to tools. Students learn how to evaluate change, lead the ethical adoption of emerging technologies, and apply innovative approaches to persistent organizational challenges. Personalized learning tracks allow students to apply learning in cutting-edge, industry-specific ways.

Research is framed as a leadership tool as students learn to use inquiry to understand problems, inform decisions and drive improvement within their organizations. AI and technology are intentionally integrated throughout the research sequence to empower students as data-informed leaders.

Career Opportunities: Online Ed.D.

The online Ed.D. in organizational leadership and innovation provides professionals with the tools they need to be successful agents of change and influence in a variety of industries. Our graduates currently serve in respected leadership roles in fields like these:

Business
Technology
Education
Ministry
Government
Law enforcement
Healthcare
Sports Management

Dissertation Details

The dissertation is not an isolated end-of-program hurdle. It is woven throughout the curriculum from the very beginning. Students identify a Problem of Practice early in the program and refine it through integrated research coursework. The program culminates in a four-chapter Dissertation in Practice focused on improving a real organizational challenge.

Dissertation courses are structured, milestone-based lab courses rather than traditional seminars. Students progress through clearly defined phases under faculty supervision, with high support and high accountability. This structure ensures clarity, momentum and completion.

Specialized Tracks

Students in the online Ed.D. program choose one of these specialized tracks to tailor their degree:

AI-Fluent Leadership: This track takes a deep dive into the critical need for leaders to be well-versed in AI concepts, data analytics and change management.
Higher Education: Designed for those interested in becoming a college professor or administrator, this track covers academic literature and research on the most effective undergraduate and graduate-level teaching and higher education practices.
Consulting and Coaching: Structured to equip graduates to help others realize and reach their maximum potential, this track prepares students to analyze needs, design learning pathways and facilitate clients’ self-improvement and success.
Organizational Intelligence: This track empowers graduates with strategy-level thinking that drives stakeholder efforts and decision-making by identifying how the different pieces of the organization fit together and how the organization works with the rest of the community, market, customers and stakeholders.
Pre-K-12 District Leadership: This track equips graduates with the planning and leadership skills to influence optimization and improvement among a district’s students, schools, professionals and communities.
Enterprise Leading and Managing: Focused on developing executive-level leaders who work in complex entrepreneurial settings, this track examines recent academic literature and research on strategic leadership and teaches practical steps for system optimization.
Interdisciplinary Studies: This track allows students to transfer up to 12 doctoral-level credits from work completed at a previous institution.

Admissions

Complete the free online application
Need help applying? Read the step-by-step instructions here!
Fill out  FAFSA to be considered for financial aid (Trevecca’s school code: 003526).
Request official transcripts from your previous graduate institution.
Submit all additional materials to your dedicated enrollment counselor.

Requirements

A master's degree from an institution accredited by a CHEA-recognized regional accrediting agency or the Association for Biblical Higher Education. Students who do not meet these degree requirements may be conditionally accepted in accordance with the Conditional Admission Policy.
A 3.4 cumulative GPA for all prior graduate coursework.
Official transcript sent directly from graduate institution to Trevecca.
Two recommendations submitted directly by your professional and/or academic references using our online form.
Current resume  or curriculum vitae (CV)
Writing sample to be submitted to the program director (After all other application documents are submitted, a link will be sent to applicants where they can complete the writing assessment.)
Introductory video, to be submitted to the program director, selection committee members and enrollment counselor. (After submitting other application documents, an email with directions will be sent to the applicant).
A photocopy of government-issued identification (e.g., driver's license, state ID, military ID, passport). This requirement ensures that Trevecca complies with U.S. Department of Education expectations for student verification.

Emerald Mitchell

Kevin Dyson

Why Choose Trevecca?

Founded in 1901 and a leader in online education for more than two decades, Trevecca helps students discover and pursue an individual calling by providing innovative instruction; cultivating a supportive, Christ-centered community; and establishing relationships that open doors.

Recognized nationally and locally for academic quality, Trevecca has earned a reputation for providing the world with servant leaders, problem solvers and difference makers. Trevecca’s holistic approach to education encompasses intellectual, social, emotional, physical and spiritual growth.

Next Steps

App Process & Timeline

Submit Your Application

Our application is easy and typically takes less than 7 minutes to complete. Submit your app to get the process started!

Complete FAFSA

9 out of 10 students at Trevecca receive some form of financial aid. Complete your FAFSA today for the best chance at locking yours in!

Send Your Transcripts

To ensure credit for prior education and to expedite your enrollment, make sure to send over your transcripts!

Our Online Ed.D. Faculty

Kristin Bledsoe

Dean, School of Leadership & Interdisciplinary Studies, Associate Professor of Leadership Studies

Dr. Kristin Bledsoe is a distinguished leadership educator and the Academic Dean for the School of Leadership and Interdisciplinary Studies at Trevecca Nazarene University in Nashville, Tennessee. In her dual role as an Associate Professor, she ...
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Tony Bridwell

Adjunct Faculty

Tony Bridwell is a senior executive with more than 25 years of experience working with global organizations in the areas of employee experience and culture. As chief talent officer for The Encompass Group, a people optimization company, he leads ...
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Melinda Burch

Associate Professor

After completing her undergraduate education at Trevecca, Mindy started her career as a middle school math teacher in Clarksville, TN and completed her master's degree at Austin Peay State University. After moving back to Nashville, she worked at ...
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Jonathan Downs

Professor of Leadership Studies and Research

Jonathan serves as a professor of leadership studies and research in Trevecca’s School of Leadership and Interdisciplinary Studies. His 26 years of experience in higher education includes a role as chair/program director for the Center for ...
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Tracel Lockhart

Adjunct Faculty
Ryan Longnecker, Ph.D.

Associate Dean of Online Leadership Studies

Ryan considers himself to be one of the luckiest people on campus because he works with some of the most amazing students Trevecca has to offer - the future leaders in Trevecca's Ed.D. in leadership program. As program leader for the online ...
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Nikolas McGehee

Adjunct Faculty

Nikolas McGehee is a dynamic data scientist, an educator and a leading researcher in the realm of artificial intelligence in education. With a deep passion for shaping STEM education, he is dedicated to developing innovative policy solutions for ...
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Jana Roberts, Ph.D.

Program Leader for Research, Online Doctoral Leadership Studies

Jana is passionate about walking alongside students as they pursue one of the most meaningful goals of their academic journey—earning their doctorate. She holds a doctorate in Leadership Studies from Trevecca, an Advanced Certificate in Strategic ...
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Studying at Trevecca has helped me to strengthen and confirm what I already knew about myself, while at the same time allowing me to discover new areas of personal development I was not aware of.

Fernando Almeida Ed.D. graduate

Introduction to Doctoral Studies

ELI 8001

The Introduction to Doctoral Studies course serves as a foundational runway for students entering online doctoral leadership programs, including both the EdD and PhD pathways. This four-week course focuses on the development of a doctoral identity, supporting students as they transition from prior academic or professional roles into the expectations of doctoral-level scholarship and leadership. Emphasis is placed on cultivating a growth mindset, openness to challenge and feedback, and the habits of mind required for sustained inquiry, reflection, and professional growth. Students are also introduced to the technological systems, digital tools, and academic practices essential for success in the program. By the conclusion of the course, students are prepared to engage confidently, ethically, and productively in the rigorous and collaborative work of doctoral study.

Leadership I: Self Leadership

ELI 8101

Leadership I: Self Leadership serves as the foundational course in the doctoral leadership sequence and is grounded in the principle that effective leadership begins with intentional leadership of self. This course focuses on the development of self-awareness, personal discipline, and authentic leadership practice as essential prerequisites for leading others. Using a strengths-based approach informed by Gallup’s StrengthsFinder framework, students identify and analyze their dominant leadership strengths and examine how these strengths shape behavior, decision-making, and influence. Emphasis is placed on aligning personal leadership practices with scholarly understanding and ethical responsibility, ensuring coherence between who leaders are and how they lead. By establishing self-leadership as the cornerstone of doctoral leadership practice, the course prepares students to engage meaningfully in subsequent coursework focused on followership, team leadership, and organizational leadership.

Leadership II: Team Leadership

ELI 8102

Leadership II: Team Leadership builds on the foundations of self-leadership and followership by shifting focus from individual leadership capacity to the dynamics of leading and participating within teams. Positioned immediately after Followership: Beyond the Leader, this course emphasizes the relational and collective dimensions of leadership, challenging students to leverage their identified strengths while intentionally engaging the strengths of others. Using an evidence-based framework, students examine team behavior, development, diversity, and effectiveness, with particular attention to how complementary strengths, roles, and followership behaviors contribute to high-functioning teams. A collaborative, team-based learning environment is used to simulate real organizational challenges, allowing students to apply theory to practice through shared problem-solving and reflection. By the conclusion of the course, students are prepared to lead teams strategically by building structures, cultures, and processes that amplify collective capacity beyond individual leadership ability.

Leadership III: Organizational Leadership

ELI 8103

Leadership III: Organizational Leadership serves as the culminating course in the leadership sequence, integrating insights from self-leadership, followership, and team leadership to examine leadership at the organizational level. This course focuses on how organizational effectiveness is conceptualized, assessed, and achieved through intentional leadership actions, structures, and culture. Students explore evidence-based approaches to organizational leadership, change management, and continuous improvement, with particular attention to how individual and team strengths are aligned to support system-wide effectiveness. Emphasis is placed on understanding how improvement initiatives are launched, led, and sustained across multiple organizational levels to create lasting, value-added impact. By the conclusion of the course, students are prepared to lead organizational change strategically, leveraging leadership theory, data-informed decision-making, and collaborative capacity to improve outcomes within complex organizational contexts.

Followership: Beyond the Leader

ELI 8104

Followership: Beyond the Leader examines leadership through the often-overlooked lens of followership, positioning effective followership as an essential component of strategic leadership practice. Serving as a bridge between intrapersonal leadership development and team leadership, this course explores followership as a theoretical construct, a practical skill set, and a dimension of professional identity. Students examine major followership theories, analyze the dynamics between leaders and followers within organizational contexts, and reflect on their own tendencies, strengths, and responsibilities as both leaders and followers. Emphasis is placed on understanding how intentional followership enhances influence, collaboration, and ethical decision-making. By the conclusion of the course, students are prepared to leverage their dual capacities as leaders and followers to engage more effectively in team-based and organizational leadership environments.

Leadership Identity & Innovation

ELI 8105

The Scholar-Practitioner: Leadership Identity and Innovation serves as the culminating course of the doctoral leadership program, functioning not as a capstone that concludes learning, but as a springboard that launches graduates into their next chapters of leadership practice. Building on the program’s foundation in organizational leadership, this course challenges students to integrate scholarship, experience, and innovation into a coherent scholar-practitioner identity. Students critically examine their leadership development, apply research-informed insights to complex organizational challenges, and explore how innovation can be leveraged across evolving leadership roles and contexts. Emphasis is placed on future-focused leadership thinking, ethical decision-making, and sustained professional growth. By the conclusion of the course, students articulate a clear vision for how they will continue to lead, learn, and innovate beyond the doctoral program, carrying their doctoral identity forward into lifelong leadership practice.

Research Design & Analysis I

ELI 8201

Research Design & Analysis I: The Review of the Literature introduces students to doctoral-level inquiry through the identification of an area of professional interest and the articulation of an initial Problem of Practice. Grounded in the Dissertation in Practice framework, this course focuses on helping students develop academic fluency by engaging with scholarly literature related to their professional context. Students learn how to locate, organize, and critically engage with research to deepen their understanding of existing knowledge and perspectives related to their problem of practice. Emphasis is placed on raising students’ academic foundation and preparing them for future writing and inquiry by building habits of scholarly reading, sense-making, and organization. By the conclusion of the course, students are prepared to move from broad interest to focused inquiry and are positioned to engage more intentionally with research and writing in subsequent coursework.

Research Design & Analysis II

ELI 8202

Research Design & Analysis II: Integrated Inquiry I builds on students’ emerging Problems of Practice by introducing the foundational components of qualitative, quantitative, and mixed-methods research design and analysis through an integrated, inquiry-driven approach. Rather than treating methodology and analysis as separate domains, this course presents research as a cohesive process in which research questions, design choices, data sources, and analytic strategies—including statistical analysis and qualitative interpretation—are intentionally aligned to the leadership problem being studied. Students explore multiple approaches to quantitative and qualitative inquiry and analysis while developing an understanding of how different research choices align with different types of leadership problems. Simultaneously, students begin reflecting on their identity as researchers, considering how their professional roles, strengths, and contexts shape the questions they ask and the approaches they take. By the end of the course, students possess a working understanding of core research concepts and a clearer sense of how inquiry can inform leadership practice.

Research Design & Analysis III

ELI 8203

Research Design & Analysis III: Integrated Inquiry II advances students from exploration to application by guiding them toward intentional research decision-making across qualitative, quantitative, and mixed-methods approaches. Building on the conceptual foundations established in Integrated Inquiry I, this course emphasizes the selection and alignment of inquiry approaches that best address each student’s Problem of Practice. Students deepen their understanding of research design and analysis while evaluating which methodological paths are most appropriate for generating meaningful, actionable insights within their professional contexts. Particular emphasis is placed on clarifying researcher identity, refining the Problem of Practice, and establishing coherence between leadership challenges, research questions, and inquiry approaches. By the conclusion of the course, students are prepared to articulate who they are as researchers, what they seek to study, and how responsible, ethical, and well-aligned inquiry—both quantitative and qualitative—can be used to inform leadership action.

Research Design & Analysis IV

ELI 8204

Research Design & Analysis IV: Proposal Design serves as the culminating course of the EdD research sequence and prepares students for formal proposal review, advising, and institutional approval processes. In this course, students synthesize prior learning to produce a complete, dissertation-aligned draft of Chapter 1, including the Problem of Practice, purpose, research questions, and supporting research design considerations. Emphasis is placed on coherence, clarity, and alignment across all elements of the proposed study, as well as readiness for advisor feedback and Institutional Review Board (IRB) submission. By the conclusion of the course, students have a fully developed proposal chapter that reflects their scholar-practitioner identity, demonstrates methodological rigor, and positions them to move confidently into the dissertation phase with a clearly articulated, practice-centered research plan grounded in responsible inquiry.

Dissertation I

ELI 8211

Dissertation II

ELI 8212

Dissertation III

ELI 8213

Dissertation IV

ELI 8214

Dissertation V

ELI 8215

Dissertation VI

ELI 8216

Dissertation VII

ELI 8217

Choose a Track*

Consulting and Coaching

TRACK

Current Principles and Practices in Consulting

BUS 8160

This course is designed to equip students to serve as internal or external executive consultants which is more than giving advice. The need to seek more than advice is more paramount than ever and consultants must learn to satisfy the newly expanded expectations. Students will cover the techniques, assumptions, consultant’s goals, the role of a consultant, contracting, the internal consultant, diagnosing to discovery, preparing feedback, managing the meeting, and implementation and the elements of engagement. Also, this course is designed to speak to students in support functions inside organizations as well as to external consultants.

Credit Hours: 4

Current Principles and Practices in Executive Coaching

BUS 8170

This course introduces students to current theory, principles, and practices related to executive coaching. Students will review current research literature on the topic as well as study and develop effective practices in the field.

Credit Hours: 4

Consulting and/or Coaching Practicum

BUS 8180

This course provides students with an opportunity to connect theory and practice in the working world. Students will develop a consulting or coaching experience pathway. Students will then put into practice the skills needed to execute their project in the scope of this course.

Credit Hours: 4

Enterprise Leadership

TRACK

Leading at the Enterprise Level

BUS 8130

This course is designed to provide students with the information needed to lead an enterprise successfully. The course will cover topics such as leadership characteristics, ethical leadership, team leadership, inspirational leadership, and visionary leadership models.

Students will study enterprise leadership from an inspirational view of leadership from a Christian perspective in developing cohesive teams. Students will explore the levels of effective leadership, issues facing leadership, and strategic measures of leadership. Students will investigate the complexity of the leadership environment of an enterprise through related discussions, topics, and case studies to better understand the skills and the different ways in which leadership can be conveyed.

Credit Hours: 4

Managing Complex Operations

BUS 8140

This course is designed to enhance the understanding of managing in a complex operational corporate culture in the areas of function, process, and ideology. Topics will include quality assessment, lean, six-sigma, process improvement, understanding techniques for charting and technical variable data, statistical process control, and total quality management. Students will study complex operations from an inspirational view of managing from a Christian perspective in developing managerial skills. Students will explore the failures in quality initiatives, managerial mistakes, and how the lean Six Sigma approach drive and support top management. Students will investigate the complexity of managing people, data-based technology, decision making to achieve, and measure the organization performance.

Credit Hours: 4

Entrepreneurial Management

BUS 8150

Students will learn how to approach innovation within an organization like an entrepreneur, including how to create a culture of creativity, use small teams to drive innovation throughout the organization, quickly evaluate new ideas and teach others within the organization to think and act like entrepreneurs.

Credit Hours: 4

Higher Education

TRACK

Higher Education Leadership and Administration

BUS 8100

Students will review the foundations of higher education leadership and administration. This will be accomplished through reviewing several case studies that demonstrate current principles and practices for those in higher education leadership today.

Credit Hours: 4

Teaching in Higher Education: Principles and Practices

BUS 8110

Teaching at the collegiate and graduate levels has a rich heritage and well-developed current practices. These patterns will be studied and exemplified in class and selected case studies.

Credit Hours: 4

Higher Education Practicum

BUS 8120

The Higher Education Practicum is tailored to the interests of the student. Student will work with the practicum advisor to find a suitable practicum. Practicums can either be focused on teaching or administration and will require a practicum mentor in for each experience. Credit Hours: 4

Interdisciplinary Studies

TRACK

Transfer Credits

When you’ve earned credit hours at another graduate school and transfer to Trevecca, you can rest assured that you’ll be able to get the most possible mileage out of your completed classes. Your prior coursework doesn’t have to align with a similar course offered by Trevecca—instead, it’s applied toward a specialty track in interdisciplinary studies. This means your academic experience, no matter how varied, can be used in your degree program. Up to 12 doctoral credits can be transferred for doctoral programs or up to 9 master’s credits can be transferred for master’s programs and up to 6 additional hours can be evaluated to transfer into the core program. Credit Hours: 3-12

AI-Fluent Leadership

TRACK

AI Foundations and Implications for Leadership

EDD 8351O

This course serves as a foundational introduction to artificial intelligence and machine learning, and their applications in various industries. The course aims to provide students with a clear understanding of the capabilities and limitations of AI, as well as its potential impact on leadership and organizations. Topics to be covered include:

What is AI? History, evolution, and key concepts
Types of AI (narrow AI vs. general AI) and their applications
Ethical considerations and challenges related to AI in leadership
AI's impact on decision-making processes and organizational structures
Case studies and real-world examples of AI-driven leadership strategies
Future trends and implications of AI for leadership in various sectors

Credit Hours: 3

Data Literacy and Analytics for Leadership

EDD 8352O

This course focuses on developing students' data literacy and analytical skills, enabling them to make data-driven decisions and understand AI-powered insights effectively. It is essential for leaders to be able to leverage data and analytics to drive innovation and solve complex problems. Topics to be covered include:

Fundamentals of data analysis and interpretation for non-technical leaders
Identifying relevant data sources and acquiring data
Data visualization techniques for effective communication
Understanding AI algorithms and interpreting AI-generated insights
Ethical considerations in data collection and analysis
Applying data-driven decision-making in leadership roles
Hands-on exercises and projects using data analysis tools and platforms

Credit Hours: 3

Leading AI Implementation and Organizational Change

EDD 8353O

This course focuses on the practical aspects of implementing AI within organizations and leading through the associated changes. Successful integration of AI requires leaders who can manage both the technical and human aspects of AI adoption. Topics to be covered include:

AI strategy and integration planning for organizations
Identifying opportunities for AI adoption in various business functions
Assessing the impact of AI on the workforce and organizational culture
Managing resistance to change and fostering an AI-friendly organizational culture
Ethical considerations and responsible AI implementation
Mitigating AI-related risks and ensuring data security and privacy
Case studies of successful AI implementations and lessons learned
Collaborative project work on developing an AI implementation plan

Credit Hours: 3

Organizational Intelligence

TRACK

Organizational Ignorance

EDD 8341

Perhaps the most prevalent example of organizational hubris is the assumption that the company knows "enough" about its stakeholders, competitors, market and – most essentially – itself. This lack of drive and purpose behind the management of organizational knowledge – whether intentional or not – can quickly become the underlying cause of organizational issues. This course is designed to equip students with the knowledge and skills necessary to identify organizational blind spots when it comes to the gathering, analysis, and use of knowledge. Credit Hours: 4

Organizational Learning

EDD 8342

Most commonly measured with an organizational "learning curve," OL represents an organization's ability to use the new knowledge it gains over time and through stakeholder addition/input. The learning curve measures how quickly the organization improves processes or procedures to increase productivity, efficiency, reliability or quality. This course will build on the learning of organizational intelligence and equip students to use and share that organizational knowledge and information in optimal ways. Credit Hours: 4

Organizational Systems

EDD 8343

An organization’s leadership is ultimately responsible for organizational outcomes. In the culminating experience of the OQ track, students will use the skills from the previous two courses to analyze company data and propose a balanced leadership perspective for meeting all stakeholder needs. Through the analysis of organizational policies, processes, positions and procedural alignment, students will work to increase organizational systemic and systematic success and efficiency. Credit Hours: 4

PreK-12 District Leadership

TRACK

District Optimization

EDD 8331

Students will explore the balance of how a school district is organized and run determines its effectiveness in ensuring high levels of learning for all students. The alignment of all district positions, processes, policies, and procedures can determine whether students receive a quality education or not. Throughout this course, candidates will understand that 1.) the district leadership is in charge of establishing relationships with school board members to be able to make successful recommendations for approval of recommendations; 2.) District policy is formulated and recommended by district leadership and approved by the school board; 3.) Effective organizational decisions are developed by consensus; 4.) Data is a crucial driver of the organizational decision-making process; 5.) District leadership is ultimately responsible for district outcomes.

Credit Hours: 4

Systemic and Systematic Improvement

EDD 8332

Students will explore how the creation and alignment of processes to accomplish the mission and vision of the district lies in the systemic and systematic improvement efforts introduced by district leadership. When district leadership aligns the "why" of the district to the needs of the community, all students are able to access a high-quality education that ensures high levels of learning for all students. Throughout this course, candidates will learn the foundations of systemic and systematic improvement, how to implement and align all district operations and academics to systemic and systematic improvements, and how to ensure that improvements are being made through the use of Key Performance Indicators and Key Performance Metrics.

Credit Hours: 4

Community and Political Partnerships

EDD 8333

Students will explore how the success of a school system lies in its ability to align itself with community partners, community businesses, stakeholder groups, and political allies; this district alignment begins with district leadership. In this course, candidates will learn about communication dynamics into order to forge relationships with district stakeholders, the necessity to have a strong working relationship with the school board, the courage to make difficult decisions in the face of extreme pressure, the importance of business partnerships in educational opportunities for students, and the need to cultivate current relationships for future outcomes.

Credit Hours: 4

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Ed.D. in Organizational Leadership & Innovation

National Recognition

Benefits of an online doctorate in organizational leadership and innovation

What to expect from your educational leadership doctorate

Tuition & Costs

Cost/Credit Hour

$725

Hours

60

Tuition Cost*

$43,500

Career Opportunities: Online Ed.D.

Dissertation Details

Specialized Tracks

Admissions

Requirements

Emerald Mitchell

Kevin Dyson

Why Choose Trevecca?

App Process & Timeline

Submit Your Application

Complete FAFSA

Send Your Transcripts

Our Online Ed.D. Faculty

Kristin Bledsoe

Dean, School of Leadership & Interdisciplinary Studies, Associate Professor of Leadership Studies

Tony Bridwell

Adjunct Faculty

Melinda Burch

Associate Professor

Jonathan Downs

Professor of Leadership Studies and Research

Tracel Lockhart

Adjunct Faculty

Ryan Longnecker, Ph.D.

Associate Dean of Online Leadership Studies

Nikolas McGehee

Adjunct Faculty

Jana Roberts, Ph.D.

Program Leader for Research, Online Doctoral Leadership Studies

Course Descriptions

Cohort Schedule

Choose a Track*

Visit Campus

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Ph.D. in Leadership Studies

Leadership and Professional Practice (Ed.D.)

Doctor of Business Administration (DBA)